Adjusting expectations or maintaining first impressions? The stability of teachers' expectations of students’ mathematics achievement

Show simple item record Timmermans, Anneke C Rubie-Davies, Christine M Wang, Shengnan 2021-09-26T23:15:44Z 2021-09-26T23:15:44Z 2021-10-1
dc.identifier.issn 0959-4752
dc.description.abstract The issue of teacher expectation stability is crucial in understanding the self-fulfilling prophecies generated by teacher expectations. However, currently there is a lack of empirical evidence related to teacher expectation stability. The aim of the current study was to assess the temporal stability of teacher expectations of their students’ mathematics achievement within the timeframe of one school year. Random-Intercept Cross-Lagged Panel Models were employed based on a sample of 2536 students taught by 89 teachers in New Zealand elementary and middle public schools. Strong rank order stability was found in teacher expectations at the between-student level. Expectation instability was present at the within-student level. Paths from student mathematics achievement to teacher expectations were stronger than the paths in the opposite direction, indicating that teachers adapted their expectations for students to fall in line with student performance and continued to do so throughout the year.
dc.language en
dc.publisher Elsevier BV
dc.relation.ispartofseries Learning and Instruction
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher.
dc.subject Social Sciences
dc.subject Education & Educational Research
dc.subject Psychology, Educational
dc.subject Psychology
dc.subject Teacher expectations
dc.subject Stability
dc.subject Student achievement
dc.subject Mathematics
dc.subject Random-intercept crossed-lagged panel models
dc.subject CLASSROOM
dc.subject TIME
dc.subject SELF
dc.subject SEX
dc.subject PERCEPTIONS
dc.subject PERFORMANCE
dc.subject ETHNICITY
dc.subject CRITIQUE
dc.subject 1302 Curriculum and Pedagogy
dc.subject 1303 Specialist Studies in Education
dc.subject 1701 Psychology
dc.title Adjusting expectations or maintaining first impressions? The stability of teachers' expectations of students’ mathematics achievement
dc.type Journal Article
dc.identifier.doi 10.1016/j.learninstruc.2021.101483
pubs.begin-page 101483
pubs.volume 75 2021-08-24T22:31:03Z
dc.rights.holder Copyright: The author en
pubs.publication-status Accepted
dc.rights.accessrights en
pubs.subtype Article
pubs.subtype Journal
pubs.elements-id 849372
dc.identifier.eissn 1873-3263
pubs.number 101483

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